Empowering E-Learning: Navigating Readiness and Engagement through ICT Mastery and Self-Directed Learning

Abstract

The aim of this study was to investigate how ICT self-efficacy and self-directed learning influence e-learning readiness and student engagement among middle and late adolescents. Data were collected from a diverse group of students in Rawalpindi and Islamabad, including those from schools, colleges, and universities, using a convenient sampling technique. The total sample consisted of 300 students, including 144 boys and 156 girls, aged between 15 and 21. For this study, participants completed a consent form, provided demographic information, and responded to the following scales: ICT self-efficacy scale (ICTSES; Alahakoon & Somaratne, 2020), self-directed learning with technology scale (SDLTS; Teo et al., 2010), e-learning readiness scale (ELRS; Alem et al., 2016), and student engagement scale (SES; Lee, Song, & Hong, 2019).The findings of this study revealed that self-directed learning significantly mediated the relationship between ICT self-efficacy and e-learning readiness, as well as student engagement. However, ICT self-efficacy did not demonstrate a significant moderating effect on the relationship between e-learning readiness and student engagement.